Using Theme-Based Training to Teach Computer Skills to the Public

1. Using Theme-Based Training to Teach Computer Skills to the Public Instructor: Cheryl Gould gouldc@infopeople.org An Infopeople Workshop Fall-Winter 2006

2. This Workshop Is Brought to You By the Infopeople Project Infopeople is a federally-funded grant project supported by the California State Library. It provides a wide variety of training to California libraries. Infopeople workshops are offered around the state and are open registration on a first-come, first-served basis. For a complete list of workshops, and for other information about the project, go to the Infopeople website at infopeople.org.

3. Today’s Agenda • Why use theme-based training • Template for developing trainings • 1 to 1.5 hours • for the public • Skills for teaching computer classes • Planning and promoting your class

4. Why Teach Computer Classes? • Computer literacy is critical • Many library resources available online • Library as lifelong learning institution • Keep the libraries relevant in the minds of our customers

5. Training Staff Versus the Public • Staff • need to learn to perform better • can require learning • possible consequences • Public • no idea why • needs to be fun • needs to be relevant to a wide audience

6. Use Themes to Create Interest • High motivation to learn • Fun • Can interest learners of all ages • Serve different library users

7. Themes from Hibbing PL • Go to: http://www.hibbing.mn.us/ • Click on Hibbing Public Library • Click on Computer Classes • Click on Lesson Plans

8. What are Your Objectives For Public Training? • Improve computer competency • Use Library resources • Love the library • Love you

9. Competencies to Teach • Vocabulary • Use the Internet • Bookmarks • Navigating • Evaluating websites • Copy and paste to Word • Save a file • Print results or save to disk • Use libraries digital resources

10. Advanced Competencies • Evaluating websites • Use keyboard shortcuts • Searching tips • Using library databases • Search for e-books/audio/video on topic • Blogs • Podcasts

11. Objectives (SMART) • Specific • state desired results in detail • Measurable (observable) • use verbs that describe what trainees will learn • Action • describe an action that the trainee will perform • Realistic • achievable • Time frame • how long will it take the trainees to learn the skill?

12. Print Material to Create • PowerPoint printout • Exercises • Annotated bookmark list • Checklist to evaluate websites • Cheat sheet/How to • Evaluation form

13. Find Appropriate Web Sites • Start with who you trust • Lii • About.com • Library website • Google Search • Yahoo Directory? • No more than 10

14. How Will They Get to the Websites? • HTML file accessible on the Internet • Word file with clickable links on: • floppy/CD/USB drive • library website • Internet • Preset bookmarks on each computer • Printed list for them to type in addresses • Create a blog at blogger.com (it’s free)

15. Create Exercises for Individual Work • Let people go at their own pace • Help them be successful • Do you need screen shots? • Tell them what they are doing • THEN tell them the steps to do it • Use outline numbering • Have bonus question

16. Bullets or Numbering? • Choose File > Save As • Type yourname • Click OK • Word • Excel • PowerPoint • Choose File > Save As • Type yourname • Click OK • Word • Excel • PowerPoint    

17. Thinking vs Following Steps • Click on File > Open • Select abc.doc from the list of files • Go to the end of the document by pressing <Ctrl><End> OR • Open the Word document abc • Move to the end of the document by using a shortcut key

18. Formatting Handouts in Word • Lots of white space • No less than 12-pt type • Use bullets and numbering • Indent for readability • Bold headings • Borders • Clip art/graphics/photos/Wordart

19. Skills for Teaching Computers • Promote proper use of terminology • use correct names of screen parts while you point to them • Use cursor correctly • point to what you are talking about • click a menu and highlight the choice you want them to make; don’t move on until they’ve gotten where you want them • narrate what you are doing WHILE you do it

20. Skill Learning • People need to: • drive • know why they care • see a demonstration of complicated tasks • Show most efficient way – not three ways • teach universal skills when possible • Allow individual practice • Encourage questions • Have group follow click by click (if you get good at keeping the group together)

21. Who Should Teach • Someone who is excited when people learn something • Patient • Not necessarily the computer expert • Flexible - good at responding to how the learner is doing and able to change course • Remembers what it’s like to learn something new

22. Use Questions • Get people involved • Check understanding • Move from passive to active brain • Wait for 10 seconds for an answer • Ask questions that provoke thought • What are the pros/cons? • How would you use this? • What would you try?

23. Training the Public • Be positive • Use universal examples • Teach in small chunks • Give them time to explore • They don’t have to learn anything in particular, so anything they learn is a plus

24. Find Out Who’s in the Room • Mini Needs Assessment • questions answered by show of hands • raise your hand to show them you want them to raise theirs • Find out experience level • for you • for them, too! • Have them self-rate on scale of 1-5 • computer experience • Internet experience • use of library resources • databases • e-books • other?

25. Plan Time for Sharing • Adults like to share what they know • Often what’s most valuable is what they learn from others in the class • You don’t have to be the expert

26. Follow the Template • Introduction • self, class, material, length of class • Mini Needs Assessment • figure out what your learners know • Teaching Point • exercise • Teaching Point • exercise • Teaching Point • exercise • Opportunities to Learn More • Evaluation

27. Handling a Variety of Learners • Let people know what you expect them to get • Give permission to forget by having handouts to support learning • tell them about handouts at beginning and refer to them during training • Have bonus questions on exercises • Pair people up when necessary • Help slower learners during individual exercise time • Teach to the middle of the class – not the fastest, not the slowest

28. Difficult Learners • I’m afraid I’ll break it • try, try, try – discuss rebooting as last resort • It’s not working – I can’t do it • slow down, deep breath, read the screen, try, learn Ctrl Z and cancel • Know it all • give advanced tips, bonus questions, have them help slower learners

29. Planning a Training Event • Timeline • Checklist • room setup • equipment needed • advertise • Class size • to share or not to share a computer • Prerequisites • Sign-ups?

30. Day of Training • Room setup • Equipment working • Sign in sheet • Install your PowerPoint • flash drive • CD/DVD • networked drive • Test crucial sites • Have evaluation form

31. Promoting Training • Flyers • in the library • outside the library • Your website • Inform library staff • News releases/radio/TV • Partner with groups who share your theme

32. Use Evaluations • Don’t take bad ones too seriously • Learn from every evaluation • Make changes • Try new things • different Intro • icebreakers • exercises in pairs • use more questions